10

Mathematics
Quarter I - Module 3

Determines Arithmetic Means and term

of an Arithmetic Sequence.

Department of Education • Republic of the Philippines

Mathematics – Grade 10
Alternative Delivery Mode
Quarter I – Module 3: Arithmetic Sequence
First Edition, 2019

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Author: Evelyn N. Ballatong

Editor: Genevieve C. Cabigat and Efiginia B. In-uyay, Bryan A. Hidalgo
Reviewers: Florentina D. Lunag, Eunice Ann B. Puguon, Mary Mavis Tuguinay
Illustrator: Evelyn N. Ballatong
Layout Artist:
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OIC- Schools Division Superintendent
Marciana M. Aydinan, PhD, Chief- CID
Carmel F. Meris – Regional Chief Education Supervisor - CLMD
Ethielyn Taqued, EdD, Regional EPS-LRMDS
Edgar H. Madlaing, Regional EPS – AP/ADM Focal Person
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Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: car@deped.gov.ph

2
 10

Mathematics
Quarter 1 - Module 3

Determines Arithmetic Means and Term of an

Arithmetic Sequence.

M10AL – Ib – c - 1

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Hi. As the facilitator of this module, kindly orient the learner on how to go about in
reading and answering this learning material. Please be patient and encourage the
learner to complete this module. By the way, do not forget to remind the learner to
use separate sheets in answering all of the activities found in this module.
For the learner:

Hello learner. I hope you are ready to progress in your Grade 10 Mathematics by
accomplishing this learning module. This is designed to provide you with
interactive tasks to further develop the desired learning competencies on
determining arithmetic means and term of an arithmetic sequence. This module
is especially crafted for you to be able to cope with the current lessons taken by
your classmates. Please read completely the written texts and follow the
instructions carefully so that you will be able to get the most of this learning
material. We hope that you will enjoy learning.
Here is a guide on the parts of the learning modules which you need to understand
as you progress in reading and analyzing its content.

ICON LABEL DETAIL

What I need to know This contains the learning objectives
which you need to accomplish
What I know This assesses what you know about
the lesson you are to tackle
What’s In This connects the current lessons
with the previous lessons
What’s New This introduces the lesson through
an activity
What Is It This contains a brief discussion of
the lessons
What’s More These are activities to check your
understanding of the lesson
What I have Learned This summarizes the important ideas
presented in the lesson
What I Can Do This is a real life application of what
you have learned
Assessment This is a post assessment of what
you have learned
Additional Activities This is an activity that will
strengthen your knowledge about the
lesson

2
 What I Need to Know

This module was designed and written with you in mind. This will
help you determine arithmetic means and term of an arithmetic
sequence. The scope of this module will be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course but how you read and answer this module is dependent on your
ability.

After going through this module, you are expected to be able to demonstrate
knowledge and skill related to sequence and apply these in solving
problems. Specifically, you should be able to:
1. write a formula for the term of an arithmetic sequence,
2. determine the term of an arithmetic sequence,
3. define arithmetic means, and
4. determine arithmetic means of a sequence.

3
 What I Know

Find out how much you already know about the topics in this module. Choose the
letter of your answer from the given options. Take note of the items that you are not
able to answer correctly and find the right answer as you go through this module.
Write your answer on a separate sheet of paper.

1. If three arithmetic means are inserted between -15 and 9, find the first of these
arithmetic means.
a. 3 b. -3 c. -6 d. -9

2. Which term of the arithmetic sequence 5, 9, 13, 17, … is 409?

a. 99th term b. 100th term c. 111th term d. 102th term

3. In an arithmetic sequence 5, 8, 11, 14, 17,…; give the next two terms.
a. 19, 22 b. 20, 23 c. 22, 25 d. 23, 26

4. Find the 20th term of the arithmetic sequence 5, 9, 13, 17, 21,…
a. 81 b. 80 c. 82 d. 87

5. If three arithmetic means are inserted between 11 and 39, find the second
arithmetic mean.
a. 18 b. 25 c. 32 d. 46
6. Which term of the arithmetic sequence 4, 1, -2, -5, … is -29?
a. 9th term b. 10th term c. 11th term d. 12th term

7. Find the nth term of the arithmetic sequence given the following conditions:
=5 d= 5 n=25
a. 25 term=115
th b. 25 term=125
th c. 25th term=120 d. 25th term=130

8. What is the arithmetic mean between 15 and 40?

a. 28.5 b. 29 c. 26 d. 27.5

9. Which term of the arithmetic sequence 5, 9, 13, 17,….. is 401?

a. 99th term b. 100th term c. 111th term d. 112th term

10. After one second, a rocket is 30 ft above the ground. After another second, it is
85 feet above the ground. Then after another second, it is already 140 feet above
the ground. If it continues to rise at this rate, how many feet above the ground
will the rocket be after 16 seconds?
a. 780 ft b. 830 ft c. 855 ft d. 910 ft

11. Jose is the track and field representative of the Lagawe NHS for the provincial
meet. He begins training by running 5 miles during the first week, 6.5 miles
during the second week, and 8 miles on the third week. If his training pattern
continues, how far will he run on the tenth week?
a. 18.5 miles b. 20 miles c. 21.5 miles d. 23 miles

4
12. If = -3 and = 5. Find ?
a. 14 b. 15 c. 16 d. 17

13. If = 11 and = 7 and is the k-th term of the sequence and = -9, then
what is the value of k?
a. 11 b. 12 c. 13 d. 14

14. What is the 8th term of the following arithmetic sequence: -5, -1, 3, 7, 11,…?
a. 23 b. 19 c. 27 d. 22

15. Find the 17th term of the arithmetic sequence -5, 1, 7, 13,…
a. 91 b. 97 c. 87 d. 77

Lesson Finding the Term of an

1 Arithmetic Sequence.

What’s In
In the previous module, we define arithmetic sequence and give the next
term by adding a constant number.
For example: Find the first three terms of the arithmetic sequence: 3, 8, 13,
18, …
Solution:

a. The terms are a1 = 3, a2 = 8, a3 = 13, and a4 = 18. So, we will be

finding a5, a6, and a7.
b. The common difference (d) in the sequence is 5.
c. To get the next three terms, add 5 to each of the preceding term.
Thus: a5 = a4 + 5 = 18 + 5 = 23
a6 = a5 + 5 = 23 + 5 = 28
a7 = a6 + 5 = 28 + 5 = 33

What about if the problem is to find the 100th term or the 250th term? Can
you find the terms? Using the process that is illustrated above will take much of
your time and effort. There is a short cut in doing this and that is one of the foci of
this module.

5
 What’s New

Before we find other higher terms of a sequence, let us first find lower
terms. In the arithmetic sequence: 3, 8, 13, 18,…; what is the 15th term?

Solution:
a. By adding the common difference to each of the preceding terms, we
get the following values.

n 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
an 3 8 13 18 23 28 33 38 43 48 53 58 63 68 73

b. Thus, the 15th term is 73.

However, using this procedure to get any higher nth term would be
tedious. Thus, a formula is necessary to find any nth term.

What is It

Let us investigate on how to determine the nth term of a sequence. In

the table:
a1 = 3 =3
a2 = 3 + 5 =8
a3 = 3 + 5 + 5 = 13
a4 = 3 + 5 + 5 + 5 = 18
. .
. .
. .
a13 = 3 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 63
a14 = 3 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 68
a15 = 3 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 73

These terms can be written in the following manner as a short cut.

a1 = 3 =3
a2 = 3 + 5 (1) =8
a3 = 3 + 5 (2) = 13
a4 = 3 + 5 (3) = 18
. .
. .
. .
a13 = 3 + 5 (12) = 63
a14 = 3 + 5 (13) = 68
a15 = 3 + 5 (14) = 73

6
 Thus, if we find for the 16th term of the arithmetic sequence, then
a16 = 3 + 5 (15) = 78. We can conclude that using the pattern observed the
nth term of the sequence is an = a1 + d (n-1), where an is the term that
corresponds to nth position, a1 is the first term, and d is the common
difference.

The nth term of an arithmetic sequence

with first term a1 and common difference
d is given by:
an = a1 + d (n-1)

What’s More

Let us apply this formula in solving the following:

A. Find the 21st term of the arithmetic sequence: 6, 9, 12, 15,…

Solution:
a. From the sequence, = 6 , d = 3, and n = 21.
b. Using the formula, substitute these values.
= 6 + 3 (21 – 1)
= 6 + 3 (20)
= 6 + 60
= 66
c. Thus, the 21st term is 66.

B. In the arithmetic sequence: 7, 10, 13, 16, . . .; find n if an = 304.

Solution:
a. From the sequence, a1 = 7, d = 3, and an = 304.
b. Using the formula, substitute these values.
an = a1 + d (n-1)
304 = 7 + 3 (n – 1)
304 = 7 + 3n – 3
304 = 4 + 3n
300 = 3n
n = 100

c. Thus, 304 is the 100th term of the sequence.

7
 C. The 3rd term of an arithmetic sequence is 8 and the 16th term is 47.
Find d, and the 71st term.

Solution:
a. From the sequence, a3 = 8 and a16 = 47
b. These imply that:
a3 = a1 + d (3-1) a16 = a1 + d (16-1)
8 = a1 + d (3-1) 47 = a1 + d (16-1)
8 = a1 + 2d Eq. 1 47 = a1 + 15d Eq. 2

c. Using Eq. 1 and Eq. 2, solve for a1 and d. By subtracting Eq.

2 by Eq. 1, then:
47 = a1 + 15d
– (8 = a1 + 2d)
39 = 13d
d=3
To solve for a1, substitute d = 3 to either Eq. 1 or Eq. 2.
Using Eq. 1:
8 = a1 + 2(3)
8 = a1 + 6
a1 = 2

Thus, the nth term of the arithmetic sequence is

an = 2 + 3(n-1)

d. Using an = 2 + 3(n-1), we can solve for the 71st term.

a71 = 2 + 3(71-1)
a71 = 2 + 3(70)
a71 = 2 + 210
a71 = 212

Alternative Solution: Another way to solve d is to use the

difference formula:

Given : ak = = 8; k = 3 and an = = 47; n = 16

Thus,

Assessment:

A. Find the specified nth term of each arithmetic sequence.

___________1. 2, 5, 8, …; 9th term

___________ 2. 3, 5 7, …; 20th term

___________ 3. 1, ½, 0, …; 16th term

___________ 4. 5, 11, 17, …; 9th term

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___________ 5. 26, 22, 18, …; 40th term

____________6. 103rd term of the arithmetic sequence if = -5 and d = -4

____________7. 19th term of the arithmetic sequence if = 25 and d = -2

____________8. 25th term of the arithmetic sequence if = and d = .

B. Solve what is asked.

____________ 1. In the sequence 2, 6, 10, …; find n if the nth term is 102.

____________ 2. In the sequence 3, 7/3, 5/3, …; find n if the nth term is -27.

____________ 3. Find the15th term of the sequence if = 5 and = -60

____________ 4. Find 5th term of the sequence if = 29 and = 47

____________ 5. If , , what is the value of ?

What I Have Learned

Let us see if you understood our lesson by answering the following

questions.
1. State the general formula of finding the nth term of an arithmetic
sequence.
2. Given an arithmetic sequence, how do we find the common difference?
3. Given two different nth terms of an arithmetic sequence, how do we find
for the common difference?

What I Can Do

A. Give what is asked:

____________ 1. The 10th term of the arithmetic sequence if = -15 and d = 6
____________ 2. The 39th term of the arithmetic sequence if = 40 and d = ½
B. Find the specified term of each arithmetic sequence.
___________ 1. 1.4, 4.5, 7.6, …; The 41st term
___________ 2. 9, 18, 27,…; the 23rd term
___________ 3. 14, 6, -2,…; 27th term
___________ 4. 3, 3.25, 3.5,…; 16th term
___________ 5. 1, 4, 7,…; 28th term

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 C. Find the specified term.
________ 1. In the sequence: 0.12, 0.17, 0.22, …; find n if the nth term is 67?
________ 2. In the sequence: 10, 7, 4, …; what term has a value of -296?
________ 3. In the sequence: 2, 6, 10, 14, …; what n corresponds to an= 286?
________ 4. Find 1st term of the sequence if = 26 and = 47
________ 5. If = 85 , and = 100 , what is ?

Lesson
Computing Arithmetic Means
2
What’s In

In the previous lesson, you learned how to determine the nth term of
an arithmetic sequence.
For example: In the sequence: 10, 15, 20, 25,…; what term has a value of
385?

Solution:
a. Using the formula, = + d(n – 1):
385 = 10 + 5 ( n – 1 )
385 = 10 + 5n -5
385 = 5n + 5
5n = 385 – 5
5n = 380
n = 76

b. Thus, 385 is the 76th term of the given sequence.

The next lesson intends to discuss with you how to compute

arithmetic means.

10
 What’s New

The focus of this module has something to do with finding the

arithmetic means.

For example: In the sequence: 4, 8, 12, 16, 20, 24; find its arithmetic means.

Solution:
a. The arithmetic mean is a term between the first term and the last term.
b. Thus, 8, 12, 16, and 20 are the arithmetic means of the sequence
because these terms are between 4 and 24, which are the first and last
term, respectively.

What is It

The first and last terms of a finite arithmetic sequences are called
arithmetic extremes, and the terms in between are called arithmetic means. In
the sequence 4, 8, 12, 16, 20, 24; the terms 4 and 24 are the arithmetic extremes,
while 8, 12, 16, and 20 are the arithmetic means. Also, 8 is the arithmetic mean of
the arithmetic extremes, 4 and 12.

The arithmetic mean between two numbers is sometimes called the average
of two numbers. If more than one arithmetic means will be inserted between two
arithmetic extremes, the formula for d, which is
, can be used.

The formula for d can be used to find the arithmetic means if more
than one arithmetic means will be inserted between two arithmetic
extremes.

n k

11
Let’s Try!

A. What is the arithmetic mean between 10 and 24?

Solution
a. Using the average formula, get the arithmetic mean of 10 and 24.
b. Thus, is the arithmetic mean.

Activity 1: Using the example above, solve for the arithmetic

mean of each of the pairs of arithmetic extremes.
1. 86, _____, 45
2. 135, _____, 170
3. 50, _____, - 30
4. 125, _____, 60
5. 43, _____, 89

B. Insert three arithmetic means between 8 and 16.

Solution:
a. If three arithmetic means will be inserted between 8 and 16, then a 1= 8
and a5 = 16.
b. Using the formula for d, compute for the common difference.

n k
c. The arithmetic means are a2, a3, and a4.
a2 = a1 + d = 8 + 2 = 10
a3 = a2 + d = 10 + 2 = 12
a4 = a3 + d = 12 + 2 = 14

d. Thus, the three arithmetic means between the arithmetic extremes, 8 and
16, are 10, 12, and 14.

C. Find the missing terms of the arithmetic sequence: _____, 6, _____, _____, 30.
Solution:
a. The arrangement of the terms tells that a2 = 6 and a5 = 30. We are
supposed to find for a1, a3, and a4.

b. To find for the unknown, determine the common difference (d).

n k
c. Thus, the value of a2, a3, and a4 are:
a1 = a2 – d = 6 – 8 = –2
a3 = a2 + d = 6 + 8 = 14
a4 = a3 + d = 14 + 8 = 22

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 Activity 2: Find the missing terms of the following
sequence
1. 15, _____, _____, _____, _____, 45
2. _____, 7, 13, _____, _____
3. _____, 4, _____, 18, _____
4. _____, 9, _____, _____, 36
5. 6, _____, _____, _____, 32

What’s More

Let’s Do It!

A. What is the arithmetic mean between the two given arithmetic extremes?

_______________ 1. 5 and 19

_______________ 2. 3 + 8 and –6

_______________ 3. -2 and 58

_______________ 4. 2x + 3y and x – 5y

_______________ 5. 13.8 and 15.6

B. Insert the specified number of arithmetic means between the two given
arithmetic extremes.
_______________ 1. Three arithmetic means between 2 and 22.

_______________ 2. Four arithmetic means between 8 and 23.

_______________ 3. Two arithmetic means between 41 and 95.

_______________ 4. Two arithmetic means between -5 and 1.

_______________ 5. Two arithmetic means between 97 and 172.

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C. Find the missing terms of each arithmetic sequence:

1. 7, _____, 9

2. 1, _____,

3. 8, _____, _____, _____, 20

4. -4, _____, _____, 5

5. -5, _____, _____, _____, _____, 3

What I Have Learned

Answer the following questions:

1. How do we find the arithmetic mean of two arithmetic extremes?
2. When two or more arithmetic means are inserted between two
arithmetic extremes, how are they computed?
3. Do infinite sequences have arithmetic means? Why?

What I Can Do

A. What is the arithmetic mean between the given arithmetic extremes?

_______________ 1. 19 and 7

_______________ 2. and

_______________ 3. 15x and 23x

_______________ 4. √ and 11√
_______________ 5. 6 - 7√ and 2 + 3√
B. Insert the specified number of arithmetic means between the given
arithmetic extremes.
_______________ 1. Three arithmetic means between 18 and 92.

_______________ 2. Three arithmetic means between -14 and 6.

_______________ 3. Four arithmetic means between 24 and -8.

_______________ 4. Five arithmetic means between 6 and -18.

_______________ 5. Two arithmetic means between 2√ and 14√ .

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 C. Find the missing terms of each arithmetic sequence:
1. x, _____, 9x

2. 31, _____, _____, 85

3. _____, _____, _____,17, 23, 29

4. x, _____, 11x

5. _____, 6 , _____, _____, 30

Assessment
Choose the letter of your answer from the given options. Write your answer
on a separate paper.
1. Which term of the arithmetic sequence 5, 9, 13, 17,… is 401?
a. 99th term b. 100th term c. 111th term d. 102th term

2. Find the nth term of the arithmetic sequence given the following conditions:
=5 d= 5 n=25
a. 25th term=115 b. 25th term=125 c. 25th term=120 d. 25th term=130

3. Which term of the arithmetic sequence 5, 9, 13, 17, … is 409?

a. 99th term b. 100th term c. 111th term d. 112th term

4. In an arithmetic sequence 5, 8, 11, 14, 17,…; give the next two terms.
a. 19, 22 b. 20, 23 c. 22, 25 d. 23, 26

5. What is the 8th term of the following arithmetic sequence: -5, -1, 3, 7, 11,…?
a. 23 b. 19 c. 27 d. 22

6. In an arithmetic sequence 5, 8, 11, 14, 17,…; give the next two terms.
a. 19, 22 b. 20, 23 c. 22, 25 d. 23, 26

7. Which term of the arithmetic sequence 4, 1, -2, -5, … is -29?

a. 9th term b. 10th term c. 11th term d. 12th term

8. If three arithmetic means are inserted between -15 and 9, find a2.
a. 3 b. -3 c. -6 d. -9

9. After one second, a rocket is 30 ft above the ground. After another second, it is
85 feet above the ground. Then after another second, it is already 140 feet above
the ground. If it continues to rise at this rate, how many feet above the ground
will the rocket be after 16 seconds?
a. 780 ft b. 830 ft c. 855 ft d. 910 ft

10. Find the 17th term of the arithmetic sequence -5, 1, 7, 13,…?
a. 91 b. 97 c. 87 d. 77

15
11. Jose is the track and field representative of the Lagawe NHS for the provincial
meet. He begins training by running 5 miles during the first week, 6.5 miles
during the second week, and 8 miles on the third week. If his training pattern
continues, how far will he run on the tenth week?
a. 18.5 miles b. 20 miles c. 21.5 miles d. 23 miles

12. What is the arithmetic mean between 15 and 40?

a. 28.5 b. 29 c. 26 d. 27.5

13. If = -3 and = 5. Find ?

a. 14 b. 15 c. 16 d. 17
14. If three arithmetic means are inserted between 11 and 39, find the second
arithmetic mean.
a. 18 b. 25 c. 32 d. 46

15. If = 11 and = 7 and is the kth term of the sequence and = -9, then
what is the value of k?
a. 11 b. 12 c. 13 d. 14

Additional Activity

Solve the following word problems correctly. Give what is asked.

1. You have accepted a job with a salary of P27,000 a month during the first
year. At the end of each year, you receive a P1500 raise. What is your
monthly salary during the first six years?

2. An object is dropped from a plane and falls 32 feet during the first second.
For each succeeding second, it falls 40 feet more than the distance covered
in the preceding second. How far has it fallen after 11 seconds?

16
 17
Lesson 1:What I Have
Learned
1.by using the general
formula 𝑎𝑛 =𝑎 + (n-1)d
2. by manipulating the
general formula or by
substitution to the general
formula.
Lesson I: What’s More What I Know:
A. 1. D
2. D
1. 26 3. B
Lesson 1:What' I Can Do
2. 41 4. A
A. 1. 39 5. B
3. - 6. D
2. 59 7. B
4. 53 8. D
B. 1. 125.4
9. B
5. -130
2. 207 10. C
6. – 413 11. A
3. – 194 12. B
7. -13 13. C
4. 6.75
14. A
5. 82 8. – or – 8.5 15. A
C. 1. 32nd B. 1. 26th
2. 103rd 2. 121st
3. 72nd 3. -45
4. 14 4.
5. -5/4 or – 1.25 5. 392
Answer Key
 18
Assessment:
Additional Activity: 1. B
2. B
1. 34,500.00- 3. D
expected salary 4. B
after six years. 5. A
6. A
2. After 11 seconds, 7. D
the object is What is It
8. D
dropped 112 feet. A. 1. 65.5 9. C
10. A
2. 152.5 11. A
3. 10 12. D
13. B
4. 92.5 14. B
Lesson 2:What' I Can Do 15. C
5. 66
A.1. 13 B. 1. 15, 21, 27, 33, 39, 45
2. 5/11 2. 1, 7, 13, 19, 25
3. 19x 3. -3, 4, 11, 18, 25
4. 10√ 4. 0, 9, 18, 27, 36
Lesson 2:What’s More:
5. 4-2√ 5. 16, 20, 24, 28, 32 A. B.
B. 1. 36.5, 55, 73.5
1. 12 1. 7, 12, 17
2. -9, -4, 1
2. 2𝑥 + 2. 11, 14, 17, 20
3. 17.6, 11.2, 4.8, 1.6
3. 28 3. 59, 77
Lesson 2: What I Have
4. 2, -2, -6, -10, -14
Learned.
4. x- y 4. -3, -1
5. 6√ , 10√
Depends on 5. 14.7 5. 122, 147
C. 1. 5x
students respond. C.
2. 49, 67
1. 8 3. 11, 14, 17
3. -1, 5, 11
2. 4. 1, 2
4. 6x
5. -2, 14, 22 5. - , , ,
References
Callanta, Melvin M., et al., Mathematics Learner’s Module.Pasig City, 2015

Nivera, Gladys C. and Lapinid, Minie Rose C.,Grade 10 Mathematics: Patterns and
Practicalities. Makati City, Don Bosco Press, 2015.

19
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